Artëm Ingmar Benediktsson
Biographic Data
| ID | 668963 |
|---|---|
| NAME | Artëm Ingmar Benediktsson |
| GIVEN NAMES | Artëm Ingmar |
| FAMILY NAME | Benediktsson |
| SIGNATURE | BENEDIKTSSON A I |
| AFFILIATIONS | University of Inland Norway |
| ORCID | 0000-0002-6435-7485 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Navigating the everydayness of raciolinguistic ideologies as a minoritized language teacher
Minoritized language teachers are known to face challenges in relation to their social identities from studying to become a language teacher to entering and remaining in the profession. Thus, a focus on minoritized teachers’ experiences is necessary to help teacher educators and scholars identify emergent and persistent issues, and in doing so, move towards reforming teacher education and teaching as a profession. In this paper, we explore the ex…
Icelandic teachers’ perspectives and strategies for supporting children’s plurilingual development in compulsory schools
This paper explores seventeen Icelandic teachers’ perspectives and strategies for supporting the plurilingual development of children from first-generation immigrant families attending compulsory schools in Iceland. The data emerges from a large-scale qualitative research project entitled “Language policies and practices of diverse immigrant families in Iceland and their implications for education”. The study’s theoretical framework utilises mult…
Between asset and deficit, a proxy to race and existing in the other: Pre-service teachers’ perspectives on diversity
Intercultural family-school cooperation and the dilemma of involving child language brokers versus professional interpreters
This study explores the complexities of intercultural family-school cooperation, particularly focusing on the dilemma of involving child language brokers versus professional interpreters in the context of compulsory schooling in Denmark, Iceland, and Norway. Utilising critical pedagogy as the theoretical framework, the study examines the experiences and perspectives of student teachers regarding cooperation with families who require language assi…
The social and linguistic integration experiences of Ukrainian refugees through community and urban education courses in Iceland
This study explores Ukrainian refugees’ perspectives on and experiences with courses aimed at developing L2 skills and facilitating social integration in Iceland. The theoretical framework draws on tenets of experiential education which emphasise learning through direct experience, active engagement, and reflection. The data originates from group interviews with seven Ukrainian refugees and individual interviews with two teachers of the courses. …
Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling
The pupil population has become more diverse in Icelandic schools. However, there remains a need for teachers to be better prepared to work in this changing context. Drawing on critical multiculturalism, multicultural education theory, and tenets of culturally responsive teaching, this paper explores student teachers’ perspectives on various methods which support cultural and linguistic diversity, challenge prejudice, and promote cooperation with…
Language policies and multilingual practices in Icelandic preschools
This article aims at exploring family language policies and practices of immigrant families in Iceland as well as educational practices and partnerships in their children’s preschools. The article draws on interviews with preschool principals and teachers in three preschools in Iceland, and presents findings related to state, municipal, and school language policies as well as multilingual practices in these preschools. The findings indicate that …
Reception of newly arrived immigrant schoolchildren in Iceland: Exploring challenges and dilemmas concerning teaching and assessment practices
Greater cultural and linguistic diversity in Icelandic compulsory schools has resulted in various changes in educational policies, which, for instance, have been manifested as recent additions to the Icelandic national curriculum guide aimed at ensuring better education for plurilingual children. However, schoolteachers still require further preparation to enhance their skills to accommodate the educational and social needs of children from diver…
The place of multicultural education in legal acts concerning teacher education in Norway
This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts – whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical multiculturalism and multicultural education theory. A document content analysis approach has been applie…
Immigrant students’ experiences of assessment methods used in Icelandic universities
The paper comes from the first extensive qualitative research project on immigrant students’ experiences of higher education in Iceland. The aim of the paper is to explore immigrant students’ experiences of different assessment methods, such as summative, formative and group assessment, applied in three Icelandic universities. The analysis of the participant interviews revealed that teachers still frequently apply summative assessment methods inv…
Reception of newly arrived immigrant schoolchildren in Iceland: Exploring challenges and dilemmas concerning teaching and assessment practices
Greater cultural and linguistic diversity in Icelandic compulsory schools has resulted in various changes in educational policies, which, for instance, have been manifested as recent additions to the Icelandic national curriculum guide aimed at ensuring better education for plurilingual children. However, schoolteachers still require further preparation to enhance their skills to accommodate the educational and social needs of children from diver…
Immigrant students’ experiences of assessment methods used in Icelandic universities
The paper comes from the first extensive qualitative research project on immigrant students’ experiences of higher education in Iceland. The aim of the paper is to explore immigrant students’ experiences of different assessment methods, such as summative, formative and group assessment, applied in three Icelandic universities. The analysis of the participant interviews revealed that teachers still frequently apply summative assessment methods inv…
The place of multicultural education in legal acts concerning teacher education in Norway
This paper includes an analysis of legal acts concerning primary and lower secondary teacher education in Norway. The objective is to determine how multicultural education is perceived in these acts – whether it is regarded as a supplementary subject or as a mindset that underlies teacher education. The theoretical framework includes critical multiculturalism and multicultural education theory. A document content analysis approach has been applie…
Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling
The pupil population has become more diverse in Icelandic schools. However, there remains a need for teachers to be better prepared to work in this changing context. Drawing on critical multiculturalism, multicultural education theory, and tenets of culturally responsive teaching, this paper explores student teachers’ perspectives on various methods which support cultural and linguistic diversity, challenge prejudice, and promote cooperation with…
Language policies and multilingual practices in Icelandic preschools
This article aims at exploring family language policies and practices of immigrant families in Iceland as well as educational practices and partnerships in their children’s preschools. The article draws on interviews with preschool principals and teachers in three preschools in Iceland, and presents findings related to state, municipal, and school language policies as well as multilingual practices in these preschools. The findings indicate that …
Reception of newly arrived immigrant schoolchildren in Iceland: Exploring challenges and dilemmas concerning teaching and assessment practices
Greater cultural and linguistic diversity in Icelandic compulsory schools has resulted in various changes in educational policies, which, for instance, have been manifested as recent additions to the Icelandic national curriculum guide aimed at ensuring better education for plurilingual children. However, schoolteachers still require further preparation to enhance their skills to accommodate the educational and social needs of children from diver…
The social and linguistic integration experiences of Ukrainian refugees through community and urban education courses in Iceland
This study explores Ukrainian refugees’ perspectives on and experiences with courses aimed at developing L2 skills and facilitating social integration in Iceland. The theoretical framework draws on tenets of experiential education which emphasise learning through direct experience, active engagement, and reflection. The data originates from group interviews with seven Ukrainian refugees and individual interviews with two teachers of the courses. …
Navigating the everydayness of raciolinguistic ideologies as a minoritized language teacher
Minoritized language teachers are known to face challenges in relation to their social identities from studying to become a language teacher to entering and remaining in the profession. Thus, a focus on minoritized teachers’ experiences is necessary to help teacher educators and scholars identify emergent and persistent issues, and in doing so, move towards reforming teacher education and teaching as a profession. In this paper, we explore the ex…
Icelandic teachers’ perspectives and strategies for supporting children’s plurilingual development in compulsory schools
This paper explores seventeen Icelandic teachers’ perspectives and strategies for supporting the plurilingual development of children from first-generation immigrant families attending compulsory schools in Iceland. The data emerges from a large-scale qualitative research project entitled “Language policies and practices of diverse immigrant families in Iceland and their implications for education”. The study’s theoretical framework utilises mult…
Between asset and deficit, a proxy to race and existing in the other: Pre-service teachers’ perspectives on diversity
Intercultural family-school cooperation and the dilemma of involving child language brokers versus professional interpreters
This study explores the complexities of intercultural family-school cooperation, particularly focusing on the dilemma of involving child language brokers versus professional interpreters in the context of compulsory schooling in Denmark, Iceland, and Norway. Utilising critical pedagogy as the theoretical framework, the study examines the experiences and perspectives of student teachers regarding cooperation with families who require language assi…
Sociology (9 works) · Pedagogy (8 works) · Political science (7 works) · Psychology (7 works) · Icelandic (5 works) · Linguistics (5 works) · Multilingual Education and Policy (5 works) · Cultural diversity (4 works) · Global Education and Multiculturalism (4 works) · Immigration (3 works)